Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1493275
Selection Criteria
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6 Demonstrated ability to contribute to whole-school improvement by aligning exemplary classroom practice with the school¿s strategic priorities. Demonstrated capacity to build teacher collective efficacy, foster inclusive practices, and ensure consistent, high-quality teaching that meets the diverse learning needs of all students.
Role
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Responsibilities
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
- Demonstrating high-level expertise in teaching and learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Meadow Heights Primary School was established in 1992. It is situated 4 kilometres north of Broadmeadows on over three hectares of attractively landscaped grounds. The school ground features several designated grass play areas, basketball courts, large, open courtyard and covered playground areas. The school has an enrolment of 400 students who come from diverse cultural and low socio-economic backgrounds, a high percentage of students have English as an Additional Language and 4 percent are Aboriginal or Torres Strait Islander. The school has successfully met the challenges of its very diverse community and enjoys high parent approval.
At Meadow Heights Primary School (MHPS) we believe in providing a secure learning environment that inspires and challenges students to reach their full potential. At our school we believe in providing a secure learning environment that inspires and challenges students to reach their full potential. We aim to enable students to grow as responsible and respectful individuals who can make a positive contribution to the community. Our MANTRA is "Achieving the potential of all learners".
Meadow Heights Primary School is preparing for our next school review in 2026. This important process will give us the opportunity to reflect on the excellent work we are currently doing and set a new strategic vision for the future. We are committed to building on our strengths while identifying the next steps that will ensure continued success for every student.
At MHPS teaching and learning is organised to best support the differentiated learning needs of students within a guaranteed and viable curriculum. All team members collaborate and have shared responsibility for the planning, implementation and assessment of the teaching and learning programs to improve student growth and outcomes. The school focuses on school wide positive behaviours to develop students' emotional, social and academic abilities so that they are confident, active and motivated learners. We continue to work to link families to the Meadow Heights Primary School Community Hub. This enables intervention and support to occur before children attend school and allows families to be supported in an ongoing manner. The school has completed a successful partnership with the Differentiated Support for School Improvement (DSSI) initiative to build teachers' and leaders' capacity.
The school currently provides additional programs/activities that cater for a variety of needs including:
- Digital technologies
- Turkish Language Program
- Biannual Concert
- Glee Club and School Band
- Student Leadership: Junior School Council, House Captains and Vice Captains
- Camps
- Excursions and in-school workshops and performances
- Inter-school sport and sports clinic
- Swimming
- Book Week, Education Week, Literacy and Numeracy Week
- Lunchtime activities
- Multicultural Dance Group
For the School Strategic Plan, Annual Report to the Community, Annual Improvement Plan and related information please refer to our website www.meadowheightsps.vic.edu.au
Role Purpose
The Learning Specialist will provide exemplary classroom practice, modelling high-quality, evidence-based teaching and learning that leads to improved student outcomes. This role is primarily classroom-based, with a strong focus on coaching, mentoring and building the instructional capacity of colleagues across the school. The Learning Specialist will support the consistent implementation of best practice, promote a culture of collaboration and continuous improvement, and contribute to whole-school improvement priorities.
Key Responsibilities
- Demonstrate and model excellence in classroom teaching, ensuring lessons are engaging, evidence-based, and responsive to student needs.
- Coach and mentor teachers to develop their practice, providing feedback that is constructive, supportive, and aligned with school priorities.
- Lead by example in the use of high-impact teaching strategies, assessment practices, and differentiation to improve learning outcomes for all students.
- Facilitate collaborative professional learning by sharing expertise, modelling instructional approaches, and encouraging reflective practice.
- Support teachers to analyse student data to inform instruction and evaluate impact.
- Contribute to a school-wide culture of high expectations, inclusion, and continuous improvement.
- Work with the leadership team to align classroom practice with the school's Annual Implementation Plan and teaching and learning framework.
Key Capabilities
The Learning Specialist will demonstrate:
- Exemplary knowledge and use of evidence-based pedagogy.
- Strong interpersonal and coaching skills to influence, inspire, and build teacher capacity.
- The ability to foster professional trust and collaboration among staff.
- A commitment to inclusive practice and meeting the diverse learning needs of all students.
- Highly developed skills in assessment, differentiation, and curriculum planning.
- Commitment to reflective practice and ongoing professional growth.